4. Leadership & Management

Section 4 - Leadership and Management

1 2 3 4 5 6 7 8 9

Leadership & Management Structure

Teaching Staff Structure Support Staff Structures Head of Year Structure Governing Body Structure Student School Ambassadors

Child Protection Policy & Safeguarding Policy

Parental Responsibility

Meetings & Decision-making 10 Physical Intervention Policy 11 Performance Management Policy

- Teaching Staff - Support Staff

Leadership Structure September 2021

Headteacher / DSL

Samantha Barnes Leadership & Management [GLM]

Strategic Leadership of the School, Governors, Recruitment Line Management: Deputy Headteacher, UPS overview, Network ICT, Business & Finance, Facilities & Premises, Project 2020/21 Senior Deputy Headteacher / DSL

Marie Webster Quality of Education / Behaviour & Attitudes and Personal Development

Core Leadership Team

Behaviour & Attitudes and Personal Development overview, Admissions, Teaching & Learning, Timetable & Curriculum, Website

Line Management: English, Science, Maths, Sociology, Ricardo Ramshaw, Assistant Headteacher [B&A] Natalie Reed, Assistant Headteacher, [QE] Phil Jones, Assistant Headteacher [QE] Assistant Headteacher / DSL Assistant Headteacher / DSL

Assistant Headteacher / DSL /Anti Bullying Officer

Phil Jones Quality of Education [QE]

Natalie Reed Quality of Education [QE]

Ricardo Ramshaw Behaviour & Attitudes [B&A] Personal Development [PD]

Pupil Premium, Data/Assessment/Exams, Parent Evenings, Website, GDPR

CPD, ITTs/ECTs PDD, Coaching & Support, Oversight of feedback, Website, Performance Management

Student Leaders, Rewards, On call, Clubs & Classes, External Agencies, IE, Website

Line Management: Social Sciences/RE Data & Exams Officer

Line Management: Library, CARTs, MFL, ICT Computer Science Business

Line Management: Dave Strange, [Director of Inclusion/Ext Leadership], Heads of Year, Heads of Year Support, PSHE/Careers

Business Manager / DSL

Director of Inclusion / Lead DSL

Extended Leadership / Business Manager

Carlene Amos Leadership & Management [GLM]

Dave Strange Behaviour & Attitudes [B&A] Personal Development [PD]

HR, Budget, Trips, H&S, Website/Publications, Events, Rotas

Safeguarding/Inclusion / AP, SEND, Website

Line Management: Office staff / Lettings / Cover / SIMs / Lunchtime Supervisors

Line Management: SENDCo, PE

Core Leadership

Headteacher Sam Barnes Senior Deputy Headteacher Marie Webster

Assistant Headteacher Phil Jones

Assistant Headteacher Ricardo Ramshaw

Assistant Headteacher Natalie Reed

Extended Leadership

Director of Inclusion/DSL Lead Dave Strange

Area Curriculum Leaders

English & Literacy Adam Lucas

Maths & Numeracy Laura Lomer

Science & Related Areas Daryl Moth

Creative Arts & Technology Hazel Freeman BTEC Quality Nominee

Social Sciences Karen Blake

MFL Inc Community Langs Emma Kingswell

Physical Education / Sports Matt Branford

SENCO Vacancy

ICT, Computer Science & Business Studies Nihad Moussa

Subject Leaders

Careers Charlotte Smith

RE Trevor Pine

PSHE Pete Winson

Media Katie Smith

Sociology Phoebe West

Assistant Curriculum Leaders

English & Literacy Jennifer Moth

Maths & Numeracy Darlynton Odum

Social Sciences Kirsty O’Brien

Science Kevin Grainey

MFL Vanessa Loubier

CRARTS Glenn Barron

Heads of Year

Year 7 Dan Gates

Year 8 Simon Sinclair

Year 9 Liz Bishop

Year 10 Andy Stone

Year 11 Emma Grassie

Finance & Business Support Structure – September 2021

Business Manager Carlene Amos

Snr Administrator/SIMs Manager Kate Heath Day to Day responsibility for the main office and staff. Data Returns including Census to DfE/LA

Oversee School Finance (Official/Unofficial, Budgeting), Student Welfare, School Website, Lettings including other schools use of swimming pool during the day, Event Co-ordination, Publications incl staff handbook Human Resources including Payroll and Staff Absence, Health & Safety including Fire Safety, EVC, Risk Assessments, School Policies, Catering, Training (H&S/MIDAS & Support Staff), Governing Body Attendance, Single Central Register, Duties & Calendar

Oversee Office, Trips, & Welfare. Update Student Information (i.e.SIMs update), Reports inc H&S, Pupil Premium & FSM, Letters, Texts/Emails to Parents, Event Co-ordination including parents evening, Transition, Publications & Info account Line Management: Receptionist, Admin Asst, Reprographics Asst Administrator Francesca Lovato Newsletter & other publications, Website & Social Media updates, Calendar, CPD, staff handbook, school policies, DHT award posters, clubs & classes, Receptionist Manpreet Kaur Main & Student Reception, Register Input, The Week Ahead, on call texts, daily attendance & absence calls, In Touch messages, post, admissions spreadsheet

Line Management: Office Manager, Finance Officer, Student Welfare Officer, Senior Lunch Supervisor, Cover Manager

Finance Officer Rachael Mansbridge

Day to Day responsibility for: Unofficial funds (Tucasi), Finance (Business World), Trips income, Dinner Money, Lettings, Petty Cash and Cashless Catering/City Catering

Cover Manager Rebecca Norris

Student Welfare Officer Paula Simmons

Day to day management of all cover requirements for the school, dealing with supply agencies, re-rooming, updating SIMs with LOAs and sickness and LT Support. Line Management: Cover Supervisors

Day to Day responsibility for the student welfare/medical room including COVID testing, lettings, Trips, organisation of the innoculations and school photographer,

Shared Duties - Letters/Labels/Mail Merge and Envelope Stuffing, Medicals, Phones, Parent Evening Bookings Photocopying in Charlotte’s absence plus any other tasks asked to complete Headteacher’s PA Fiona Hayward Recruitment & HR including return to work interviews, PA to Headteacher & support and guidance to Governing Body and SCLT Line Management: Clerk to Governors Reprographics/Senior Lunch Supervisor Charlotte Aldworth Photocopying, Laminating, Producing Booklets, Break & Lunch duties Line Management: Lunch Supervisors Data/Exams Officer John Bilcliff Apprentice Pupil reception, Runner for Counsellors etc to pick up students, stationary, post

Day to day management of all exams internal and external including production of exam timetables. Coordination of assessments and production of students reports. Liaise with examination boards and download of examination results including LT Support. Line management of invigilators .

Support Staff Structure – Sept 2021 Headteacher Sam Barnes Business Manager, Head’s PA, Network Manager, Facilities Manager

Senior Deputy Headteacher Marie Webster Science Technicians

Assistant Headteacher Ricardo Ramshaw Heads of Year Support, Attendance

Assistant Headteacher Natalie Reed Librarian & DT/Art Technician

Assistant Headteacher Phil Jones Data/Exams Manager

Director of Inclusion/DSL Dave Strange PE Technician ALP Support staff

SENDCO Vacancy

LSA’s & SEND Asst

Officer & IE Coordinator

Business Manager Carlene Amos

Data/Exams Manager John Bilcliff

Snr Administrator SIMS Manager

Head’s PA Fiona Hayward

Facilities Manager Bob McArthur

Cleaning Supervisor Whitney Giles

Network Manager Paul Bemment

Cover Manager Rebecca

Snr Lunch Supervisor Charlotte Aldworth Lunch Supervisors

Norris Cover Supervisors

Kate Heath Main office staff

F&BS Staff Reprographics, Senior Lunch Supervisor &, Kitchen staff

Exam Invigilators

Clerk to Governors

Caretakers, Cleaning Supervisor

Cleaners

IT Technician & Apprentice

Head of Year Structure 2021

Years

Head of Year

Head of Year Support

LT Link

7

Mr D Gates

Mrs Blakely

Mr R Ramshaw

8

Mr S Sinclair

Miss Moore

Mr R Ramshaw

9

Mrs E Bishop

Miss Moore

Mr R Ramshaw

10

Mr A Stone

Mrs L Jarvis

Mr R Ramshaw

11

Miss E Grassie

Mrs L Jarvis

Mr R Ramshaw

Governing Body - Committee Membership 2021-2022 Governor Category

Name

Responsibility Chair of Governors

Category

Start Date 25.04.2016

David Davenport

Co-opt

Samantha Barnes

Headteacher

Staff

01.09.2018

Ian Fielder

Safeguarding Governor

LA

25.04.2016

Jon Greenacre

Vice Chair

Co-opt

25.04.2016

CPD Link

Co-opt

22.03.2018

Nihad Moussa

Paul Swindale

SDP Link

Co-opt

16.10.2018

Daryl Moth

Governors Review Link

Staff

10.10.2017

Lakbir Singh

Careers / Neets / PSHE Link Trust / Foundation

21.05.2019

Nicola Iverson

[To be agreed]

Trust / Foundation

21.05.2019

Gemma Stafford

SEND / Inclusion

Parent

02.11.2020

Annie Smith

[To be agreed]

Parent

07.05.2021

Marie Webster

-

Associate [Staff]

01.09.2019

Carlene Amos

-

Associate [Staff]

01.09.2019

Student School Ambassadors 2021

Jack Winterburn

Head Ambassador Head Ambassador

Branson AL Rowling JLM

Nicole Ioan

Hayden Smith Erin Maddock

Deputy Head Ambassador Deputy Head Ambassador

Branson RM

Parks HF

William Crouch George Nott

Senior Ambassador Senior Ambassador Senior Ambassador Senior Ambassador Senior Ambassador Senior Ambassador

Parks HF

Rowling JLM Rowling KG

Maya Kaur

Alisa Fillippova Denisa Danalache Dylan Baddams

Parks HF

Rowling KG Rowling KG

Nathan Boyce

Prefect Prefect Prefect Prefect Prefect Prefect Prefect Prefect Prefect Prefect Prefect

Rowling JLM Rowling KG

Tia Pardesi

Molly Langston Ani Doncheva Mariana Rocha Cassie Connell Megan Durham Vivian Nomo Ella Farrelly

Parks HF Parks HF Parks JF Parks JF Parks HF

Branson RM

Parks HF

Dia Dishad

Branson RM Rowling JLM

Amandeep Kaur

Regents Park Community College

Child Protection Policy 2021-2022

Policy updated: 08.02.21 Policy ratified at: 08.02.21 Policy signed by: Chair of Governors Policy to be reviewed: 08.02.22

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Contents

Purpose ................................................................................................................................................................ 4 Scope ................................................................................................................................................................... 5 Definitions ............................................................................................................................................................ 6 Policy statement ................................................................................................................................................... 6 Section 1: Principles and Values ...................................................................................................................... 7 Leadership and Management............................................................................................................................... 7 Training ................................................................................................................................................................. 7 Referral ................................................................................................................................................................. 8 Confidentiality ....................................................................................................................................................... 9 Dealing with allegations against staff....................................................................................................................10 Dealing with allegations against pupils .................................................................................................................11 Sexual violence and sexual harassment between pupil in schools and colleges https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/719902/Sexua l_violence_and_sexual_harassment_between_children_in_schools_and_colleges.pdf........................................14 Section 2: Roles and responsibilities within Regents Park Community College… ..................................... 15 Staff responsibilities ............................................................................................................................................ 15 Senior management team responsibilities:...........................................................................................................16 Governing body responsibilities ...........................................................................................................................16 DSL responsibilities ..............................................................................................................................................17 Section 3: Regents Park Community College child protection procedures ................................................ 18 Overview.............................................................................................................................................................. 17 Management ........................................................................................................................................................21 Governance ........................................................................................................................................................ 21 Annex 1: Flowchart for child protection procedures ............................................................................................22 Annex 2: Recording Form....................................................................................................................................23 Annex 3: Body Map..............................................................................................................................................24 Annex 4: Dealing with disclosures....................................................................................................................... 27 Annex 5: Allegations against staff ........................................................................................................................30 Annex 6: Briefing sheet for temporary and supply staff ...................................................................................... 31 Annex 7: What is child abuse?............................................................................................................................ 32 Annex 8: Brook sexual behaviours traffic light tool ............................................................................................ 38 Annex 9: Useful contacts .................................................................................................................................... 41

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Purpose 1. The purpose of this policy guidance is to provide education settings with support to:

• provide Staff with the framework to promote and safeguard the wellbeing of children and in so doing ensure they meet their statutory responsibilities.

• ensure consistent good practice across the school. • demonstrate our commitment to protecting children.

2. This document should be seen as a starting point for development of a policy that will fit your school’s individual context. This policy should sit alongside a separate policy for safeguarding within the school. 3. Prior to being adopted each section should be reviewed to determine if it is appropriate for your school. If more or less information is required, it is the responsibility of the school to make those amendments. 4. This document is based on guidance from Keeping Children Safe in Education 2020, and other listed referenced documents. 5. As part of the review process, we strongly recommend that those who are working with your children and in your community have a say in the development of your policy and that you are able to evidence their involvement. 6. Throughout this document any yellow highlighted sections require particular attention - action or confirmation of accuracy of policy/practice by the school. Blue indicates changes from previous guidance. Legal context There are several acts of parliament and guidance that are pertinent to the Child Protection process but key legislation is both the Children’s Act of 1989 and 2004 as well as the Education Act of 2002 which states that Teachers, education professionals, social workers, health professionals, police officers and members of the public have a statutory duty to report any concerns or suspicions that a child has been abused. There is also Section 175 of the Education Act 2002 which clearly states that the governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.” this includes independent schools and academies under section 157 of this Act. Further guidance • Working together to safeguard children 2018 • Keeping Children safe in Education 2020 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachm ent_data/file/912592/Keeping_children_safe_in_education_Sep_2020.pdf

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• Disqualification under the childcare act 2006, 2018 • Working together 2018 • Sexual violence and sexual harassment between children in schools and colleges 2018 • Searching, screening and confiscation guidance 2018 • https://hipsprocedures.org.uk/ (not exhaustive list: bruising protocol, CERAF exploitation assessment form, harmful practices linked to faith or belief, radicalisation and further safeguarding information) • https://www.gov.uk/government/publications/advice-to-schools-and-colleges-on- gangs-and-youth-violence • https://www.gov.uk/government/publications/criminal-exploitation-of-children- and- vulnerable-adults-county-lines#history • https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools • https://www.gov.uk/government/publications/mental-health-and-behaviour-in- schools-- 2 • Additional guidance should be found through Working Together 2018 and P105 onwards KCSiE 2020. Governing bodies and proprietors should be aware that the DfE has published detailed advice to support schools and colleges with regards to child protection and safeguarding and this should be followed when developing policy and process for your own school. The advice is available in the links above as well as on dfe.gov.uk. There is also guidance for when it is necessary to provide Education at home during the covid period that should be used to develop your settings Remote Learning policy that should take into account safeguarding and child protection in addition to academic requirements. Where children are being asked to learn online at home the department has provided advice to support schools and colleges do so safely: https://www.gov.uk/government/publications/covid-19- safeguarding-in-schools-colleges-and-other-providers/coronavirus-covid-19-safeguarding- in-schools-colleges-and-other-providers and https://www.gov.uk/guidance/safeguarding- and-remote-education-during-coronavirus-covid-19 Guidance is also provided in the “SCC Guidance for developing safeguarding policies in education” October 2020. The child protection policy and procedures should be developed with awareness of local processes and procedures and wider safeguarding issues and any covid addendum for practice relating to child protection. Scope 7. The policy relates to all staff, volunteers and governors of Regents Park Community College, and provides them, in conjunction with the wider Safeguarding policy, with the framework they need in order to keep children safe and secure in our school and to inform parents and guardians how we will safeguard their children whilst they are in our care. It should be read in conjunction with the school wider safeguarding policy which can be found at: https://www.regentsparkcollege.org.uk/assets/Uploads/Keeping-Children-Safe- in-Education-2020.pdf 8. The policy effectiveness is regularly monitored by identified Designated safeguarding lead/s and additionally by the nominated governor/s responsible for safeguarding.

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Definitions 9. Within this document a number of phrases are used which can be explained: • Child Protection is a significant aspect of safeguarding but is focused on how we respond to children who have been significantly harmed or are at risk of significant harm. • The term Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and governors. • Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to pupils of our school; however, the policy will extend to visiting children and students from other establishments. For our children with an education, health and care (EHC) plan, this expands to 25 if they need more support than is available through special educational needs support. • Parent refers to birth parents and other adults in a parenting role for example adoptive parents, step parents, guardians and foster carers. • Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Additionally it also includes exploitation of any form and radicalisation. Parents, carers and other people can harm children either by direct acts and / or failure to provide proper care. Explanations of these are set out within KCSiE 2020 and our school wider safeguarding policy (https://www.regentsparkcollege.org.uk/assets/Uploads/Keeping-Children-Safe-in- Education-2020.pdf) • DSL is the Designated Safeguarding Lead, a specially trained member of the senior leadership team, or their deputy trained to the same standard, appointed into role with job descriptions and set of responsibilities clearly defined. Policy statement 10. We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children.

11. We make every effort to provide a safe and welcoming environment underpinned by a culture of openness where both children and adults feel safe and able to talk freely about their concerns, believing that they will be listened to and valued.

12. We maintain an attitude of “it could happen here” where safeguarding is concerned.

13. As a school we will educate and encourage pupils to keep safe through: • The content of the curriculum

• A school ethos which helps children to feel safe and able to talk freely about their concerns, confident that they will be listened to and valued • Ensuring that robust, regularly monitored systems are in place to recognise, report and support any concerns regarding children’s safety

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14. It is agreed that when our school receives any safeguarding information from partners that this will be stored as confidential information as a part of a child protection file, in line with statutory requirements set out in KCSiE 2020 and the Data Protection Act 2018. It is recognised that on receipt of the information we as a school become the Data Controller and take responsibility as such. This information will be the responsibility of Data Protection Officer and will only be shared with those who need to know to be able to follow direction from the DSL to act as a result of it or awareness to report observations regarding a child/ young person, to act in their best interests. Section 1: Principles and Values 15. Children have a right to feel secure and cannot learn effectively unless they do so. 16. All children regardless of age, gender, race, ability, sexuality, religion, culture or language have a right to be protected from harm. 17. All staff have a key role in prevention of harm and an equal responsibility to act on any suspicion or disclosure that may indicate a child is at risk of harm in accordance with the guidance. 18. All staff recognise that they have a part to play in promoting children’s safety and welfare andreporting and concerns however small they may seem. 19. We acknowledge that working in partnership with other agencies protects children and reduces risk and so we will engage in partnership working throughout the child protection process to safeguard children. This includes the transfer of records to educational and training providers to ensure that all children (under 18) are safeguarded and any records or support provided are known so actions can be taken in the best interests of the child. We will challenge any practice that does not uphold the principles of safeguarding children first and notify the local authority of any practice that falls short of the high expectations held or statutory duties of schools. 20. Whilst the school will work openly with parents as far as possible, the school reserves the right to contact children’s social care or the police, without notifying parents if this is in the child’s best interests. We also note that we will receive information from partners shared in the interests of safeguarding children that may be shared without the parents’ consent and will treat this information confidentially. Leadership and Management 21. We recognise that staff anxiety around child protection could undermine good practice and so have established clear lines of accountability, training and advice to support the process and individual staff as needed. 22. In this school any individual can contact the designated safeguarding lead (DSL) if they have concerns about a young person. 23. DSL is Mr D Strange

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24. The deputy DSL are: Mrs S Barnes, Ms M Webster, Ms N Reed, Mr P Jones, Mr R Ramshaw and Miss C Amos 25. There is a nominated governor, Mr I Fielder, who will receive reports of allegations against the head teacher and act on the behalf of the governing body to monitor safeguarding with governor colleagues. 26. As a secondary without child care provision, we recognise but do not need to apply the guidance under the “Disqualification under the childcare act 2006” guidance issued in 2018. (if your school or staff working within your school are impacted by this guidance, i.e. working with pupils under 8 in before and after school care, or working with under 5’s- Year R). Training 27. All staff in our school are expected to be aware of the signs and symptoms of abuse and must be able to respond appropriately. Training is provided every year for all staff, with separate training to all new staff on post commencement. All staff sign to the policy annually to acknowledge they have attended/read and understood the training. All staff understand this holds them accountable to ensuring they follow appropriate policy and procedures within our school and that it is their responsibility to ask for advice or clarification if unsure about any safeguarding related issue. The DSL will attend training that is DSL role specific every two years as a minimum, with regular updates to enable them to fulfill their role, through attendance at SCC DSL networks or by other means. Completion of courses in our safeguarding training suite. Any update in national or local guidance will be shared with all staff in briefings and then captured in the next whole school training session. Additionally, the safeguarding training suite and units contained within are updated at least annually to reflect national changes, staff will also receive regular emails with updates during the year and safeguarding guidance as needed. This policy will be updated during the year to reflect any changes brought about by new guidance. 28. Training for all staff includes: • Prevent awareness training from the Home Office to understand the risks around radicalisation and vulnerability • on-line safety for protecting children from on-line harm and cyber-bullying • Information and examples to develop all staff members understanding of different types of abuse and also issues such as Child Criminal Exploitation, Child sexual exploitation, sexual abuse and harassment between children, use of reasonable force. Additional aspects are covered in our wider safeguarding policy (which should be read alongside this document) such as health and safety, first aid, intimate care, child employment and performance https://www.regentsparkcollege.org.uk/assets/Uploads/Keeping- Children-Safe-in-Education-2020.pdf • statutory reporting duties for Female Genital Mutilation • Children Missing Education understanding and reporting

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29. Training will also ensure that all staff understand the impact of trauma and ACE’s up on a child’s. Development and the links to behaviour as a communicative function. 30. Staff will be made aware through training and the staff code of conduct/behaviour policy of the responsibilities for all teachers within The Teachers’ Standards 2012 (which includes Headteachers) to safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties. This will also cover the 4 th bullet in KCSiE 2020 allegations against staff Referral 31. Following any concerns raised by staff, the DSL will assess the information and consider if significant harm has happened or if there is a risk that it may happen. If the evidence suggests the threshold of significant harm, or risk of significant harm has been reached; or they are not clear if the threshold is met, then the DSL will contact Southampton MASH or children’s social care if a child is open to them to inform and discuss. If the DSL is not available or there are immediate concerns, the staff member will refer directly, by taking advice through MASH and informing the head teacher, unless the information is an allegation against the Headteacher. 32. Generally, the DSL will always inform the parent/s prior to making a referral however there are situations where this may not be possible or appropriate. Notification may not be made if it judged in the childs’ best interests to not do so, schools should record who made this decision, when and the reason for the decision within its own recording systems. 33. N.B . The exception to this process includes cases of known Female Genital Mutilation where there is a mandatory requirement for the teacher to report directly to the police 35. Information will be shared with agencies who we have a statutory duty to share with the Police, Southampton City Council and Social Services and individuals within the school who ‘need to know’ in the best interests of the child. 36. Information may need to be established with other professionals especially in the case of welfare concerns for children not open to children’s services to determine the appropriate case of action, meeting of thresholds or escalation. For example, our DSL may contact a GP for a “confidential safeguarding discussion” to determine if they hold any safeguarding concerns or understand any health issues that may be affecting attendance and the school’s regular sight of a pupil. Decisions made to request a safeguarding discussion will be kept within the school record of concern system with access limited to those who need to know. 37. Parents may be asked to give consent for the school to speak to the GP. However, if the concern is a safeguarding matter the school can contact without contacting the parent for consent for a safeguarding discussion. If this occurs, we will record who made the decision to Confidentiality 34. We maintain that all matters relating to child protection are to be treated as confidential and only shared as per the ‘working together 2018’ guidance, and as indicated in KCSiE 2020.

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take this action, when and why in the schools confidential recording systems.

38. All staff are aware that they cannot promise a child to keep a disclosure confidential. Dealing with allegations against staff 39. If a concern is raised about the practice or behaviour of a member of staff this information will be written down with clear details of what information is known about what happened, who is involved, where and when. This will be handed directly to the head teacher Mrs S Barnes. The local authority designated officer (LADO) will be contacted by the head teacher and the relevant guidance will be followed. The LA’s Designated Officer is: Jemma Swann 40. If the allegation is against the head teacher, the person receiving the allegation will contact the LADO and then the nominated governor for dealing with allegations against the head teacher directly. • The process is outlined in Annex 5 of this guidance and in KCSiE 2020. This process should be used in all cases in which it is alleged a member of staff or volunteer in a school has: • behaved in a way that has harmed a child, or may have harmed a child; • possibly committed a criminal offence against or related to a child; • behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children; or • behaved or may have behaved in a way that indicates they may not be suitable to work with children KCSIE 2020 page 56 Outcomes of an investigation into an allegation can be substantiated, false, malicious, unfounded and unsubstantiated. If the allegation is substantiated this may lead to further action being taken, for example disciplinary processes being initiated/referrals to DBS and TRA. Please note that unsubstantiated outcomes mean that there is not being enough evidence to prove or disprove the allegation which will need to be considered. All aspects of managing allegations indicated within Annex 5 this policy and also KCSiE 2020 page 56 onwards will be followed including but not limited to: • Identifying who will be told what and when • Managing incidents of gossip or rumour or press contact • A communication strategy including for social media and parents Advice from the lead agency – LAD O, Police, Children’s Social care will always be followed. 41. The timeframe for an investigation will depend upon the nature of the allegation, and there are other agencies involved or running investigations alongside the school processes. Phone: 023 8091 5535/ 07500952037 E-mail: LADO@Southampton.gov.uk

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Dealing with allegations against pupils 42. If a concern is raised that there is an allegation of a pupil abusing another pupil within the school, the dealing with allegations against pupils will be followed. A report will be made to the DSL, without delay as per other disclosures. Depending on the allegation it may be necessary to use the guidance “Sexual violence and sexual harassment between children in schools and colleges - GOV.UK “. See additional information set out the following section. 43. Where allegations are made between pupils that would be of a safeguarding nature the school will ensure that information is recorded using the same procedures for taking disclosures. The DSL will be informed without delay and will determine next steps. Next steps at our school applied on a case by case basis include: ➢ Allocating a single point of contact for each child ➢ Informing the relevant agencies – e.g. Police ➢ Undertake risk assessment that is regularly reviewed ➢ Consider the victims wishes in line with age and developmental understanding/ competence ➢ Ensure that consideration is given and recorded to the support needs for the victim/ alleged perpetrator and any other children affected. ➢ Ensuring that both pupils can continue to receive education equitably- this may include changing classes, addressing the need to manage start and finish times in line with reduced timetable guidance for a short period of time. In circumstances where the victim/alleged perpetrator share educational environments the school may consider, if it is necessary to move the provision of the alleged perpetrator. ➢ Parental communication will be established through single points of contact in agreement with any agencies e.g. police ➢ Participate with other agencies to ensure that a full understanding is gained of context and information known that may be relevant to risk assessment or level of understanding There are four potential ways education establishments may need to manage allegations if this nature. They are outlined in KCSiE 2020. In our school we will use these examples to support our responses on a case by case basis. Prevention As a school we will minimise the risk of allegations against other pupils or inappropriate behaviour that may lead to allegation by:- • Providing a developmentally appropriate effective PSHE curriculum which develops students understanding of acceptable behaviour and keeping themselves safe, and offer an appropriately planned RSE provision, having completed stakeholder consultation, policy development in linked with the DfE statutory guidance which is statutory from September 2020 and indicates teaching must begin from Summer 2021.

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• Having systems in place for any student to raise concerns with staff, knowing that they will be listened to, believed and responded to. • Delivering targeted work on assertiveness and keeping safe to those pupils identified as being at risk, or in need of additional support for understanding safeguarding • Developing robust risk assessments & providing targeted work for pupils identified as being a potential risk to other pupils. Allegations pupils against other pupils which are safeguarding issues Occasionally, allegations may be made against students by others in the school, or from another school, which are of a safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is likely that, to be considered a safeguarding allegation against a pupil, some of the following features may be present. If the allegation:- • Is made against an older pupil and refers to their behaviour towards a younger pupil or a more vulnerable pupil • If the allegation includes actions related to protected characteristics • Is of a serious nature, possibly including a criminal offence, including radicalisation or another form of exploitation or abuse • Raises risk factors for other pupils in the school • Indicates that other pupils may have been affected by this student • Indicates that young people outside the school may be affected by this student Examples of safeguarding issues against a student could include (not an exhaustive list): Physical Abuse • Violence, particularly pre-planned • Forcing others to use drugs or alcohol Emotional Abuse • Blackmail or extortion • Threats and intimidation Sexual Abuse

• Indecent exposure, indecent touching or serious sexual assaults • Forcing others to watch pornography or take part in sexting Sexual Exploitation

• Encouraging other children to engage in inappropriate sexual behaviour (For example - having an older boyfriend/girlfriend, associating with unknown adults or other sexually exploited children, staying out overnight) • Photographing or videoing other children performing indecent acts.

Criminal Exploitation

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• Encouraging others to engage in inappropriate / criminal/extortion activities • Forcing or encouraging others to make delivery of unknown or known items and use of threats • Grooming others to act on their behalf or in a manner that is criminal for reward Radicalisation • Promoting extremist ideology including sharing of information to others digitally or in hard copy Important note : All young people Under 18 are considered as children first and in our school the management of allegations between pupils, or of a pupil will always ensure that history and context are included in decision making together with other relevant agencies. Procedure:- • When an allegation is made by a pupil against another student, members of staff should consider whether a pupil is at immediate risk of harm, or the information raises a safeguarding concern, sometimes this will, with known contextual information, be beyond the information shared. If there is a risk of immediate harm to either pupil/s or safeguarding concern the designated safeguarding lead (DSL) should be informed, if not school behaviour policy procedures may be more appropriate. • A factual record should be made of the allegation, but no attempt at this stage should be made to investigate the circumstances. • The DSL should contact the multi-agency safeguarding hub and/ or police to discuss the case. • A CPI form might be completed if relevant to the individual situation. • The DSL will follow through the outcomes of the discussion and make a referral where appropriate • If the allegation indicates that a potential criminal offence has taken place, once referred to the multi-agency agency safeguarding hub, the police will become involved • Parents, of both the student being complained about and the alleged victim, should be informed and kept updated on the progress of the referral (unless advised by the police to not do so) • The DSL will make a record of the concern, the discussion and any outcome and keep a copy in the files of both pupils’ files • It may be appropriate to rearrange educational provision for the pupil the allegation has been made about for a period of time according to the school’s behaviour policy and procedures, but this will be made on an individual basis in context and proportionate to the allegation made. • Where neither social services nor the police accept the allegation or complaint, a thorough school investigation should take place into the matter using the school’s usual disciplinary procedures • In situations where the school considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative, and if necessary and proportionate supervision plan • The plan should be monitored, and a date set for a follow-up evaluation including

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safeguarding partners or external agencies or organisations supporting anyone involved. Sexual violence and sexual harassment between pupil in schools and colleges https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_ data/file/719902/Sexual_violence_and_sexual_harassment_between_children_in_schools _and_colleges.pdf 44. In our school all adults are expected to make it clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up. This will be through the examples staff set as role models to our pupils as well as through PSHE education, Relationships Education from September 2020 onwards and application of the behaviour policy and code of conduct. 45. Adults are expected to: • Be aware that this can happen to any person – it is not limited to females but recognise the majority of reports are from girls and women. • not tolerate or dismiss sexual violence or sexual harassment as “banter”, “part of growing up”, “just having a laugh” or “boys being boys”; • challenge behaviour (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia and flicking bras and lifting up skirts. • recognise that “Upskirting” is now a criminal offence. It typically involves taking a picture under someone’s clothes without them knowing with the intention of viewing someone’s genitals or buttocks with a view to sexual gratification or to cause the victim humiliation, distress or alarm. • understand that all of the above can be driven by wider societal factors beyond the school and college, such as everyday sexist stereotypes and everyday sexist language. This is why a whole school approach (especially preventative education) as described in Part 3 of recent government advice (hyperlink above) is important. In our school we will ensure that we educate our pupils through DSL led Safeguarding assemblies and updates, HOY assemblies, Behavior Policy reminders to students, PSHE external sessions where appropriate, and referenced in teaching across the curriculum in SOW, lessons and subjects where appropriate. • recognise that pupils with SEN are three times more likely to be abused and ensure they have awareness of pupil behaviours that may be inappropriate towards pupils with SEN • recognise that allegations of sexual violence or sexual harassment are likely to be complex and will require difficult professional decisions to be made. The DSL must be notified without delay and decisions made on a case-by-case basis. As with other disclosures the person disclosing must be able to disclose the information in a supportive environment with clear record of factual information made as soon after the disclosure as possible. The same procedures should be followed as set out in this child protection policy. 46. Where information includes an online element staff including the DSL must be aware of the searching, screening and confiscation advice for schools and UKCCIS sexting advice for schools and college. A risk assessment must be made following the disclosure by the DSL on a case-by-case basis this may need to be amended once other agencies become involved. 47.The DSL will report to children’s social care through contact with MASH, and this will be in conjunction with the police in either order. Parents/carers will be informed unless

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there is a compelling reason not to, such as immediate safety or risk to the child be they victim or alleged perpetrator. The police will advise what information can or should be shared. 48. As allegations can arise between peers attending the same school it is important that both pupils must be managed supportively, in that both should be given a single point of contact, and both these points of contacts should liaise so that fair and proportionate response is made. Pupils should be aware that an allegation does not equate to guilt without there being an appropriate referral and investigation undertaken by the relevant organisations. 49. If this situation arises our school will assess the risk and identify if there may need to be a temporary revision of education arrangements including class moves, arrangements for arriving and leaving school and at break times to ensure that both pupils are supported in continuing their education whilst any investigation is carried out. A single point of contact for each pupil will be set up immediately and actions will be determined on a case by case basis. A risk assessment will include travel to and from school and any other relevant contextual information available. Our response will be proportionate, time monitored and take individual context and situation into account. Section 2: Roles and responsibilities within Regents Park Community College Staff responsibilities 50. All staff have a key role to play in identifying concerns early and in providing help for children. To achieve this all staff will: • Establish and maintain an environment where children feel secure, are encouraged to discuss concerns and have confidence they will be listened to. • Ensure children know that there are adults in the school whom they can approach if they are worried about any problems, and also know where else they might be able to draw upon reliable advice appropriate to their age and development, especially when out of school. • Plan opportunities within the curriculum for children to develop the skills they need to assess and manage risk appropriately and keep themselves safe. • Attend training, at least annually, in order to be aware of and alert to the signs of abuse, take responsibility in line with professional standards and ask questions if unsure about any of what is covered or issues you head about that have not been covered in training. • Maintain an attitude of “it could happen here” with regards to all aspects of safeguarding. Be curious as to why something has been said or observed. • Consider information shared or behaviours observed in a trauma informed (ACE’s) manner. • Record their concerns if they are worried that a child is being abused and report these directly to the DSL without delay as soon as practical that day. These concerns are likely to be wide-ranging and could include concerns about on-line safety, exploitation, neglect, abuse, radicalisation, mental health and well-being or other welfare and safeguarding issues. • If the disclosure is an allegation against a member of staff, they will follow the allegations’ procedures (Annex 5). Follow the procedures set out by the Southampton children safeguarding partnership and guidance issued by the DfE.

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• Support pupils in line with their plan – e.g. child protection plan, medical individual health plan, EHCP. • Ensure they know who the designated safeguarding lead (DSL) and deputy DSL are and know how to contact them. • Know what to do if you need to report a concern out of school hours, including holiday time. • Treat information with sensitivity, confidentiality but never promising to “keep a secret”. • Notify DSL of any child on a child protection plan who has unexplained absence. • In the context of early help, staff will notify colleagues and/or parents of any concerns about their child(ren), and provide them with, or signpost them to, opportunities to change the situation. Liaise with other agencies that support pupils and provide early help as required. Senior management team responsibilities: • Contribute to inter-agency working in line with guidance (working together 2018, KCSiE 2020) • Provide a co-ordinated offer of internal support or referral to early help when additional needs of children are identified • Ensure staff are able to work in a trauma informed manner and that linked policies such as behaviour policies support this. • Working with children’s social care, support their assessment and planning processes including the school’s attendance at conference and core group meetings • Ensure DSL’s can contribute to multi-agency meetings such as MARAC when required • Ensure where children are open to Children’s social care or Early Help that the linked social workers are informed on the same day or any absence, especially if unexplained. • Carry out tasks delegated by the governing body such as training of staff; safer recruitment; maintaining a single central register and provide information and activities to enable scrutiny • Provide support and advice on all matters pertaining to safeguarding and child protection to all staff regardless of their position within the school, and to visitors/volunteers. • Treat any information shared by staff or pupils with respect and follow procedures • Ensure that allegations or concerns against staff are dealt with in accordance with guidance from department for education (DfE), Southampton Safeguarding children partnership (SSCP) and Southampton City Council (SCC). Governing body responsibilities • The school has effective safeguarding policies & procedures including a child protection policy, a staff behaviour policy and processes for children who go missing from education. • The SSCP is informed annually via local authority education safeguarding lead (Alison.philpott@southampton.gov.uk) about the discharge of duties via the safeguarding self-evaluation tool or other/additional external report evidence. • Recruitment, selection and induction can be evidenced as following safer

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